presented at the Promoting Pedagogical Approaches to Robust Learning in Undergraduate STEM Workshop A Mountain View College Workshop in Collaboration with PKAL April 7-9, 2011 Mountain View College Dallas, TX

1. SCALE-UP Student-Centered Active LearningEnvironment forUndergraduate Programs PKAL Workshop Mountain View College Christine Salmon, PhD The University of Texas at Dallas

3. Students work collaboratively with each other

4. Students see selves as sources of knowledge

5. Active problem solvers, contributors

6. Curriculum focuses on problem-solving

7. Problems are contextual

8. No separate lecture/lab

9. Studio classrooms

10. Collaborative space

13. Reading assignment

14. Over reading / previous material

15. Online or paper or IF-AT forms

16. 10-15 minute activities

17. Share results

18. Why is important

19. Restricted

20. Gives the “big picture”

21. Individual / group

23. Generally requires observation and data collection

25. Interesting questions to consider

26. Longer, more open-ended experiments

27. Problem-solving

28. Collaborative projects

31. More than one way to do it

32. Relate to real life

33. Engages students

34. Cannot be solved with a “trick” or simple formula

36. Context Rich Problems Example: You and a friend are doing the laundry when you unload the dryer and the discussion comes around to static electricity. Your friend wants to get some idea of the amount of charge that causes static cling….

37. Context Rich Problems Example: You've been hired as a technical consultant to the Minneapolis police department to design a radar detector-proof device that measures the speed of vehicles. (i.e. one that does not rely on sending out a radar signal that the car can detect.)…..

38. Context Rich Problems Example: As an economic consultant, you have been asked by your local mayor and the City Council to provide your perspective on the impact of the new Wal-Mart SuperCenter slated to open in your town next year …..

39. Context Rich Problems Example: You've been hired as a technical consultant to the Minneapolis police department to design a radar detector-proof device that measures the speed of vehicles. (i.e. one that does not rely on sending out a radar signal that the car can detect.)…..

40. Team Management Team Formation 3-4 members Top, middle and bottom thirds Star at each table Shuffle membership 3-4 times/semester

42. Manages time

43. Ensures everyone participates

44. Writes steps on board

45. Checks for understanding

46. Makes sure everyone agrees

47. Makes sure all possible strategies are explored

48. Suggests alternative strategies or solutions

49. Provides reasoning, explanation of steps

50. Summarizes solution, team’s discussion

52. Manages times

53. Keeps team on task

54. Monitors and records experiment data

55. Verifies all members understand experiment results

56. Submits lab reports

57. Ensures data interpretation is correct

58. Suggests alternate methods or interpretations

59. Ensures all facets of questions, results are explored

60. Summarizes experiment’s plan and results

62. Classroom Design “Restaurant style” – collaboration Technology-rich Display space See http://scaleup.ncsu.edu/FAQs.html

63. Resources SCALE-UP website - (for access to detailed materials, email Bob Beichnerbeichner@ncsu.edu) - http://scaleup.ncsu.edu/ SCALE-UP at PKAL websitehttp://serc.carleton.edu/sp/pkal/scaleup/index.html IF-AT forms - http://www.epsteineducation.com/home/about/default.aspx

64. Resources Context Rich Problems http://kipper.crk.umn.edu/~demuth/pp/context_rich.html Context Rich Problems http://serc.carleton.edu/sp/library/context_rich/index.html

65. Thank you Contact me at christine.salmon@gmail.com PowerPoint available at http://www.slideshare.net/csalmon/